Learning Style Differences between Undergraduates, MBAs, Nonmanagement Workers, and Managers in Japan

Yamazaki, Yoshitaka; Umemura, Hitoshi

doi:10.5430/jbar.v6n1p1

Cited by 3 publications

(4 citation statements)

References 37 publications

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“…Although the literature review showed little differences between undergraduate and postgraduate students in terms of leaning style preferences, a number of previous studies which used other instruments to measure students learning style preferences found significant differences between undergraduate and postgraduate students' leaning style preferences (Holtbrügge and Mohr, 2010;Yamazaki and Umemura, 2017).…”

Section: Postgraduate Studentsmentioning

confidence: 89%

Learning style preferences of postgraduate students

Yousef

2018

JIEB

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Purpose This study aims to incorporate the Honey and Mumford’s learning styles questionnaire (LSQ) to assess the learning style preferences of postgraduate students at the British University in Dubai (BUiD), as well as investigating whether there are statistically significant differences in such preferences from demographic and academic characteristics perspective. Design/methodology/approach Questionnaires were distributed to a sample of 200 students (males and females) in various postgraduate programs. Descriptive statistics analysis presented the main characteristics of the respondents and the results of the study. The independent samples t-test and Kurskal–Wallis test determined if there are significant differences in learning style preferences among the postgraduate students because of their demographic and academic characteristics. Findings The results revealed that postgraduate students preferred the theorist (20.36), reflector (20.31), pragmatist (19.00) and activist (18.62) learning styles, while no significant statistical differences were found across the four learning styles from demographic and academic characteristics standpoint. Research/limitations implications On one hand, the present study has several limitations. First, the findings of the study are based on data from only single university. Second, the sample is limited to postgraduate students. Third, the results are based on a self-reported questionnaire, which might affect their reliability. On the other hand, this study has some implications for educators and students. Its results could help educator adopt appropriate teaching styles and strategies that match the preferred learning styles of the majority of their students. Students themselves could also benefit from knowing their own learning style. Originality/value The present study is the first scholarly attempt to explore learning style preferences of postgraduate students in the UAE higher education context.

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Section: Postgraduate Studentsmentioning

confidence: 89%

Learning style preferences of postgraduate students

Yousef

2018

JIEB

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“…This suggests that managers require more AC and AE development than non-managers. A recent study about Japanese managers and non-managers indicated that managers had a stronger AE (acting) mode than non-managers (Yamazaki and Umemura, 2017). Based on the three empirical studies in Indonesia, the USA and Japan, results of learning style development in organizations are varied – either more abstract, more active or both.…”

Section: Discussionmentioning

confidence: 99%

“…It is a useful tool to investigate a learning style tendency of a certain group and to compare groups. Kolb’s theory with its learning style instrument has been utilized to help human resource development practitioners and employees recognize various learning approaches (DeSimone et al ., 2002) in terms of different work and career environments (Yamazaki and Umemura, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…However, learning style changes when the characteristics of the environment change. Learning styles developmentally evolve to cope with the demands of new jobs, positions or careers (Yamazaki and Umemura, 2017) and different cultural contexts (Yamazaki and Kayes, 2007). This notion suggests that learning style is useful in comparing individuals from groups with different values, norms, beliefs and expectations.…”

Section: Experiential Learning Theorymentioning

confidence: 99%

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Comparing managers’ and non-managers’ learning and competencies

Yamazaki

Toyama

Putranto³

2018

JWL

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Purpose The purpose of this study is to empirically explore how managers differ from non-managers with regard to learning skills as competencies and learning style in a public-sector work setting. The paper also examined how learning style affects competency development. Design/methodology/approach This study applied Kolb’s experiential learning theory concomitant with its instruments to analyze 12 skills and 4 learning styles. A total of 457 government officers from the Indonesian Ministry of Finance and Ministry of Internal Affairs participated in this study, including 112 managers and 345 non-managers. Findings The study had four major findings. Although the two groups were similar in technology skills, managers had stronger skills than non-managers in leadership, relationship, helping, sense making, information gathering, information analysis, theory building, quantitative analysis, goal setting, action and initiative. Relationship skills were important for both managers and non-managers. Managers were more abstract and less concrete learners than non-managers. The learning style with more thinking over feeling affected learning skills development much more than the learning style with more acting over reflecting. Originality/value Using experiential learning theory, this study has clarified what competencies of managers are more developed than those of non-managers and how the two groups learn differently.

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Cross-Cultural Differences in Learning Style and Learning Skills

Yamazaki

Toyama

Attrapreyangkul

2018

Handbook of Research on Cross-Cultural Business Education

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This chapter aimed to understand how learning style and learning skills differ among three countries—Japan, Thailand, and the United States—as viewed through Kolb's experiential learning theory. The study consisted of 300 undergraduates, with 100 freshmen from each country. Results indicated that Japanese students depended the most on a feeling mode rather than a thinking mode, followed by Thai students; Americans, in contrast, strongly preferred to learn from a thinking mode. Of the 12 learning skills analyzed, nine differed by both learning style (converging or diverging) and country, while three were affected only by country. Thais showed the highest level of most learning skills, Americans were in the middle, and Japanese exhibited the lowest level of all 12 skills. A converging learning style influenced learning skill development more than a diverging learning style. This study offers theoretical and practical implications.

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Learning Style Differences between Undergraduates, MBAs, Nonmanagement Workers, and Managers in Japan

Cited by 3 publications

References 37 publications

Learning style preferences of postgraduate students

Learning style preferences of postgraduate students

Comparing managers’ and non-managers’ learning and competencies

Cross-Cultural Differences in Learning Style and Learning Skills

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